FREQUENT USE TERMINOLOGY

ON DIDACTIC CONCEPTS FOR

TEACHING ENGLISH AS
FOREIGN LANGUAGE
 FREQUENT USE TERMINOLOGY ON DIDACTIC
CONCEPTS FOR TEACHING ENGLISH AS FOREIGN
LANGUAGE

Didactics

Mode Method

Methodology

Form Procedure
 FREQUENT USE TERMINOLOGY ON DIDACTIC
CONCEPTS FOR TEACHING ENGLISH AS FOREIGN
LANGUAGE
METHODOLOGY:
 Study or treatise about methods in general.
 It’s wider than didactics.
 It does not only contain methods dedicated for
teaching.

Methodology

Methods Didactics
 FREQUENT USE TERMINOLOGY ON DIDACTIC
CONCEPTS FOR TEACHING ENGLISH AS FOREIGN
LANGUAGE
DIDACTICS:
 It’s a group of methods and procedures applied for
teaching.
 It is the art of teaching.
 Its sense is more specific related to methodology.

Methodology

Didactics

Methods Procedures
 FREQUENT USE TERMINOLOGY ON DIDACTIC
CONCEPTS FOR TEACHING ENGLISH AS FOREIGN
LANGUAGE
METHOD:
 This is the most direct, simple way to achieve an
objective and to reach a goal proposed.
 It’s a set of proceedings.

PROCEDURE:
 It’s the way to act in the method.
 It consists in a series of processes that complement
the method’s work.

 FORM:
 This is the way how the teacher directs his words while
dictating a lesson.
 FREQUENT USE TERMINOLOGY ON DIDACTIC
CONCEPTS FOR TEACHING ENGLISH AS FOREIGN
LANGUAGE
FORM:

•Interrogative
Basic •Expositive

•Socratic
Advance •Dialogued
 FREQUENT USE TERMINOLOGY ON DIDACTIC
CONCEPTS FOR TEACHING ENGLISH AS FOREIGN
LANGUAGE
FORM:

Interrogative Expositive Socratic Dialogued

• Teacher asks, • Teacher • Through • Permanent
students exposes questions but communication
answers. without directed to between
intervention or make the students and
very reduced. student reason. teacher.
 FREQUENT USE TERMINOLOGY ON DIDACTIC
CONCEPTS FOR TEACHING ENGLISH AS FOREIGN
LANGUAGE
MODE:
 It’s the way how the teacher speaks to the students.

Individual • To each pupil.

• To a group of
Simultaneous pupils.

• Combination of
Mixed the ones above.
 FREQUENT USE TERMINOLOGY ON DIDACTIC
CONCEPTS FOR TEACHING ENGLISH AS FOREIGN
LANGUAGE
METHODS:
Inductive
METHODS

Classical Deductive

Ascetic Mixed

Sofronistic
 FREQUENT USE TERMINOLOGY ON DIDACTIC
CONCEPTS FOR TEACHING ENGLISH AS FOREIGN
LANGUAGE
METHODS: Inductive

“It starts from parts to the whole, from the particular to

general, from the phenomenon to the law.”

Procedure

Observation Verification Exemplification Abstraction Generalization Application

 FREQUENT USE TERMINOLOGY ON DIDACTIC
CONCEPTS FOR TEACHING ENGLISH AS FOREIGN
LANGUAGE
METHODS: Deductive

“It starts from the whole to its parts, from the law to the
phenomenon, from general to particular.”

Procedure

Fixation Repetition Confirmation Demonstration Application

 FREQUENT USE TERMINOLOGY ON DIDACTIC
CONCEPTS FOR TEACHING ENGLISH AS FOREIGN
LANGUAGE
METHODS: Mixed

“It’s the result of the combination between inductive and

deductive method.”

“To compare is to connect two ideas as for their similarities

or differences between each other.”

PROCEDURE

Observation Exemplification Abstraction Generalization Comparison Manipulation Demonstration

 FREQUENT USE TERMINOLOGY ON DIDACTIC
CONCEPTS FOR TEACHING ENGLISH AS FOREIGN
LANGUAGE
METHODS: Ascetic or exercising

“They encourage practice and exercise in order to reinforce or

widen the structures explained.”

 Direct Method
 Contextualization
 Audio-lingual method
 Audio-visual method
 FREQUENT USE TERMINOLOGY ON DIDACTIC
CONCEPTS FOR TEACHING ENGLISH AS FOREIGN
LANGUAGE
METHODS: Sofronistic

“They are used to correct some deficiency in the students

learning.”

 Feedback
 Linkage
 FREQUENT USE TERMINOLOGY ON DIDACTIC
CONCEPTS FOR TEACHING ENGLISH AS FOREIGN
LANGUAGE
PROCEDURES:

Receptive

Productive
 FREQUENT USE TERMINOLOGY ON DIDACTIC
CONCEPTS FOR TEACHING ENGLISH AS FOREIGN
LANGUAGE
PROCEDURES:
 Listening
 Listening discrimination
 Intensive listening
 Extensive listening
 Reading
 Oral reading
 Intensive reading
 Extensive reading
 Speaking
 Repetition
 Reproduction
 Manipulation
 Composition
 Writing
 Spelling
 Repetition
 Reproduction
 Manipulation
 Composition
 OBJECTIVES
They must be written in infinitive form.
They must be measurable and observable.

Nucleus Complement

Evaluation
Conduct
criterion

Content Condition
 OBJECTIVES
NUCLEUS: It’s the most important part.

 Conduct: It’s the verb in infinitive.

 Content: It’s the subject of theme on which the
conduct works.

 COMPLEMENT: It completes the idea of the nucleus

and makes the objective measurable and observable.

 Evaluation criterion: It measures the students.

 Condition: It’s the situation in which the students
will learn.
 OBJECTIVES
After the present lesson the students will be able to:

1. Make sentences with Simple Present tense in its

four forms: affirmative, negative, interrogative and
interrogative-negative correctly.

Condition: BLUE COLOR

Conduct: RED COLOR
Content: GREEN COLOR
Evaluation criterion: BLACK COLOR
 LINKAGE
1.............................................

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• Second part of the lesson plan.

• It makes difference between the last topic and the new
topic.
• The teacher mustn’t tell the last lesson.
• It’s a part of evaluation.
• DON’T EXPLAIN!
• DON’T TRANSLATE!
• It’s very common to use the affirmative form.
RECAPITULATION
• It lasts from 2 to 3
minutes, 5 minutes as
maximum.
• It’s a very fast
practice.
• It’s preferable to
realize it in oral form.
• DON’T USE THE
BOARD.